How to use the TI-83 to find the cube root of a number
This is a little flash video I made for a student today. I was using a super little, FREE program called Jing. It is a little clunky and the videos won't upload to Youtube (because they are flash), so I may have to switch to a program like the new Snagit which is $50.00.
Does anyone have any better ideas?
Barb
Saturday, June 16, 2012
Saturday, February 25, 2012
How to Handle Student Excuses
I just replied to a ProfHacker post. I liked what I said so much, I decided to publish it here.
I teach at a community college, so very few of my students travel to Europe or say they can buy me. On the other hand, I do have students email me the first day of classes and say they will not be able to attend for the first several weeks because of __________________ .
I feel great annoyance at communications like that. However, I calmly tell the students that everything we will be doing - I teach math - all the topics we will cover and all the work they will be responsible for are on the syllabus and on the Internet. I tell them to make sure to take their laptops with them, and I will see them whenever.
Secretly, I know these students will probably flunk or withdraw, and I just let the bad feelings go. After all, there is nothing I can do to control anyone, especially people who are (technically) adults. We do not have a Math SWAT Team to send after errant students. They will flunk or withdraw and hopefully learn something from the experience.
At least, I pray, let them register with another math prof next semester.
Unfortunately, in these times of stressed budgets, the entitled students (who do incredibly stupid things) will only add to our attrition rate, thus giving the state legislature that much more ammunition to use against us.
I teach at a community college, so very few of my students travel to Europe or say they can buy me. On the other hand, I do have students email me the first day of classes and say they will not be able to attend for the first several weeks because of __________________ .
I feel great annoyance at communications like that. However, I calmly tell the students that everything we will be doing - I teach math - all the topics we will cover and all the work they will be responsible for are on the syllabus and on the Internet. I tell them to make sure to take their laptops with them, and I will see them whenever.
Secretly, I know these students will probably flunk or withdraw, and I just let the bad feelings go. After all, there is nothing I can do to control anyone, especially people who are (technically) adults. We do not have a Math SWAT Team to send after errant students. They will flunk or withdraw and hopefully learn something from the experience.
At least, I pray, let them register with another math prof next semester.
Unfortunately, in these times of stressed budgets, the entitled students (who do incredibly stupid things) will only add to our attrition rate, thus giving the state legislature that much more ammunition to use against us.
Thursday, May 12, 2011
Tuesday, January 11, 2011
The Theory That Motivates My Practice
Theory and My Practice
Like most math teachers, my educational philosophy motivating my life's work is classical liberalism, which means I believe that people who graduate from 4-year colleges should have studied a smattering of mathematics, science, history, literature, languages, and writing; these subjects form the basis of the traditional definition of what it means to be an educated human being. A more cynical soul might suggest that classical liberalism is the only philosophy that justifies my continued existence as a purveyor of a system of knowledge that descends directly from the ancient Greeks.
Community colleges are hybrids; they contain characteristics of universities and of technical colleges. My students are as likely to be seeking a 2-year Associates Degree, a 1-year Professional Certificate, or transfer to a university. My students may be recent high school graduates, recent GED program graduates, or people who have been out of the educational mainstream for 20 years. None of my students know or care about classical education and have only the vaguest awareness that mathematics is an ancient art; their concerns are finding employment while balancing student, single parent and work responsibilities. Increasingly, my students are unemployed and attending college to learn a new career. They are all stressed by life and terrified of mathematics.
My job as a developmental mathematics instructor is to follow Lindeman's maxim that the purpose of adult education is to change “individuals in continuous adjustment to changing social function.” (Merriam & Brockett, 1997, p. 37). While I would love to cure classrooms full of people of their mathematics phobias and ignorance, 15 years of attempting to teach mathematics have taught me that my victories occur only one person at a time; I therefore subscribe to Beatty's individualist educational philosophy: As the number of educated individuals increases, society will improve (Beatty & Ilsley, 1992). Brookfield would consider me hopelessly naive...or, perhaps, just stupid.
From experience, I am a cognitivist. I know and see constantly that the only students who survive my classes are the ones who enter with their schemata prepared to be rearranged and augmented, that is, they are ready for insights (Merriam, Caffarella, & Baumgartner, 2007). I see all the time, unfortunately, how students fail who have remained in Piaget's concrete stage and have not progressed to the abstract. The abilities to imagine, visualize and perceive patterns are essential to success even in developmental mathematics.
Social cognitive theory states that people learn in social contexts by observing others (Merriam et al., 2007); in other words, modeling is an effective and efficient teaching tool. For that reason, I spend a good deal of time at the whiteboard not just working problems but sharing my thinking process as I write. I also encourage students who have mastered categories of mathematics problems to share their expertise with their fellow students; peer tutoring can be very powerful and non-threatening (usually).
Teaching tools I frequently use are group work and project based learning; these allow me to use constructivist/Vygotskian theory and learning styles. As students work together to solve problems – homework or community service – less skilled group members learn from the more experienced, and students have the opportunity to use their favored learning style: visual, auditory, kinesthetic, tactile. Learning projects should double or even triple my retention rate; but they do not. So many personal factors prevent students from attending school or group meetings that group work and projects are useless for a sizable minority.
Brookfield says that theories help people make sense of the world (2005). Merriam and Brockett (1997) say exactly the same thing. For me, in my teaching, all philosophies and theories are provisional. I use what works best for me in my classes. I am always on the hunt for new methods that might prove more effective. One day, I hope to discover a magic best practice that will transform mathematics education.
References
Beatty, P. T., & Ilsley, P. J. (1992). Part One: Should the Starting Point of Adult and Continuing Education Be to Change the Individual or Society?. New Directions for Adult and Continuing Education, 54, 15–34.
Brookfield, S. (2005). The power of critical theory for adult learning and teaching. Maidenhead: Open University Press.
Merriam, S., & Brockett, R. (1997). The profession and practice of adult education. San Francisco: Jossey-Bass.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood : a comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Like most math teachers, my educational philosophy motivating my life's work is classical liberalism, which means I believe that people who graduate from 4-year colleges should have studied a smattering of mathematics, science, history, literature, languages, and writing; these subjects form the basis of the traditional definition of what it means to be an educated human being. A more cynical soul might suggest that classical liberalism is the only philosophy that justifies my continued existence as a purveyor of a system of knowledge that descends directly from the ancient Greeks.
Community colleges are hybrids; they contain characteristics of universities and of technical colleges. My students are as likely to be seeking a 2-year Associates Degree, a 1-year Professional Certificate, or transfer to a university. My students may be recent high school graduates, recent GED program graduates, or people who have been out of the educational mainstream for 20 years. None of my students know or care about classical education and have only the vaguest awareness that mathematics is an ancient art; their concerns are finding employment while balancing student, single parent and work responsibilities. Increasingly, my students are unemployed and attending college to learn a new career. They are all stressed by life and terrified of mathematics.
My job as a developmental mathematics instructor is to follow Lindeman's maxim that the purpose of adult education is to change “individuals in continuous adjustment to changing social function.” (Merriam & Brockett, 1997, p. 37). While I would love to cure classrooms full of people of their mathematics phobias and ignorance, 15 years of attempting to teach mathematics have taught me that my victories occur only one person at a time; I therefore subscribe to Beatty's individualist educational philosophy: As the number of educated individuals increases, society will improve (Beatty & Ilsley, 1992). Brookfield would consider me hopelessly naive...or, perhaps, just stupid.
From experience, I am a cognitivist. I know and see constantly that the only students who survive my classes are the ones who enter with their schemata prepared to be rearranged and augmented, that is, they are ready for insights (Merriam, Caffarella, & Baumgartner, 2007). I see all the time, unfortunately, how students fail who have remained in Piaget's concrete stage and have not progressed to the abstract. The abilities to imagine, visualize and perceive patterns are essential to success even in developmental mathematics.
Social cognitive theory states that people learn in social contexts by observing others (Merriam et al., 2007); in other words, modeling is an effective and efficient teaching tool. For that reason, I spend a good deal of time at the whiteboard not just working problems but sharing my thinking process as I write. I also encourage students who have mastered categories of mathematics problems to share their expertise with their fellow students; peer tutoring can be very powerful and non-threatening (usually).
Teaching tools I frequently use are group work and project based learning; these allow me to use constructivist/Vygotskian theory and learning styles. As students work together to solve problems – homework or community service – less skilled group members learn from the more experienced, and students have the opportunity to use their favored learning style: visual, auditory, kinesthetic, tactile. Learning projects should double or even triple my retention rate; but they do not. So many personal factors prevent students from attending school or group meetings that group work and projects are useless for a sizable minority.
Brookfield says that theories help people make sense of the world (2005). Merriam and Brockett (1997) say exactly the same thing. For me, in my teaching, all philosophies and theories are provisional. I use what works best for me in my classes. I am always on the hunt for new methods that might prove more effective. One day, I hope to discover a magic best practice that will transform mathematics education.
References
Beatty, P. T., & Ilsley, P. J. (1992). Part One: Should the Starting Point of Adult and Continuing Education Be to Change the Individual or Society?. New Directions for Adult and Continuing Education, 54, 15–34.
Brookfield, S. (2005). The power of critical theory for adult learning and teaching. Maidenhead: Open University Press.
Merriam, S., & Brockett, R. (1997). The profession and practice of adult education. San Francisco: Jossey-Bass.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in adulthood : a comprehensive guide (3rd ed.). San Francisco: Jossey-Bass.
Friday, December 31, 2010
Dec 31, 2010: temp 63F and tornado warnings.
What a way to end the year: getting awakened at 6:18 AM by tornado sirens and my weather radio screaming to take cover now.
I grabbed my animals and computer and took cover in a central room. I have a basement, but two of my dogs are too old to get down the stairs, and one is too afraid to come back up the stairs. Meanwhile, trying to get my cats to do anything is pretty hopeless.
The hail seems to have stopped as I write this at 7:02 AM. I am drinking coffee. The National Weather Service just downgraded our Warning to a Watch until 8:00 AM. I am going open up the bedrooms. Now, they say the Watch will end at 7:45 AM.
More coffee is called for.
Sent via BlackBerry by AT&T
Thursday, December 30, 2010
College Students with Disabilities
On the last class day before Thanksgiving break, I was informed by the Chair of my department that a disability student had filed a grievance against me charging I had discriminated against her when I refused to allow her to retake a test she had failed. Needless to say, I had a terrible holiday as I experienced all the stages of grieving for my life which the student might well take from me: my career, my house, my car, my pets. I saw myself living in a homeless shelter. The deepest of depressions covered me; I am still in its throes.
The situation has spiraled out of control. The student, unbeknownst to any of us at my school, had already filed charges with the Office of Civil Rights against another department. She contacted them to add my charges to it. I am totally emotionally labile: sometimes I'm hopeful, sometimes I want to run, most of the time I despair. How could anyone charge me with discriminating against them?
If any good has come from this very negative situation, it is that I have become aware for the first time of how betrayed students with disabilities feel about our American educational system and those, like me, who work in it. For that reason, I would like to focus my Doctoral Study Project of the learning disabilities of developmental mathematics students in community colleges, i.e., my community college, and how changing teaching practices might increase LD student retention.
The Problem
College Algebra is the gatekeeper course to most Americans’ baccalaureate goals. According to Bailey (2010), 60% of community college entering freshmen must take at least one developmental (remedial) course and, often, that course is a remedial mathematics course. In may experience as a community college developmental mathematics instructor for the past 10 and a half years, perhaps one-quarter of my developmental mathematics students have diagnosed learning disabilities. Baily (2010) reports, only about 30% of all students referred to developmental mathematics courses ever graduate, and many times do not even enroll. Instead, their dreams of a better life are put on hold, perhaps permanently.
McLaughlin, Knoop and Holliday (2005) cited Fleischner and Manheimer (1997): 5% to 6% of college students have significant trouble with mathematics; teaching in community college developmental mathematics, I would say the percentage is closer to 50%. In the same article, they cited Woodrich (2000): 3% of children in the United States have learning disabilities (LD); my experience with adults ages 17 years and older is that it is not at all unusual for a quarter (25%) of my students in some developmental mathematics classes to be diagnosed with learning disabilities and therefore subject to accommodation under the Americans with Disabilities Act (ADA). These accommodations most often consist of longer testing times, low-distraction testing environments, note takers, signers for the hearing impaired, service dogs, special seating in class, and permission to use notes on tests, both nationally (Ofiesh, 2007) and at my community college. Nevertheless, at least half of my students covered by the ADA fail my classes, and some fail repeatedly; some, in frustration, file grievances with the Office of Civil Rights, thus causing colleges great expenditures of time and treasure to justify themselves.
Accommodations by themselves will not allow postsecondary students with LD, and mathematics learning disabilities (MD) in particular, to succeed academically. The reasons, according to Ofiesh (2007), are that most accommodation research has taken place in elementary and secondary schools; Ofiesh states that most secondary students with LD never progress to college, so that the postsecondary LD population is very different from their secondary counterparts. Also, says Ofiesh (2007), the depth and difficulty of material studied on the postsecondary level can be very different from that studied on the secondary level. Much more research remains to be performed on the effectiveness of postsecondary accommodation types.
Project Proposal
Perhaps the most effective interventions for students with MD and students experiencing difficulties learning mathematics are in the classroom (McGlaughlin et al., 2005). Finding appropriate pedagogical/andragogical activities for each subtype of MD might prove very beneficial to the retention of all students who find mathematics overwhelmingly difficult. I propose to perform a mixed method project in which teach two beginning algebra classes, both with MD students. In one class, I will use special teaching methods geared toward facilitating mathematics mastery for each of the MD subtypes: working memory deficits, non-verbal (mathematical) reasoning deficits, visuo-spatial deficits (inability to read or create graphs), and reading comprehension deficits (McGlaughlin et al., 2005). I will conduct the other class with the usual lecture method accompanied by handouts and some student board work. At the end of the semester, I will statistically compare the two classes’ pass rates and, if time allows, I will follow the students’ progress in the following class; retention at my school is calculated that way: pass rate in the present class and the performance of each student in the subsequent mathematics class. I will also perform indepth qualitative interviews with some of the students and survey research with all the students.
Literature Review
There is a paucity of research on retention and effective interventions with postsecondary students diagnosed with MD; that is the result of my own brief search into the literature, and of Ofiesh (2007), McLaughlin et al. (2005), and Geary (2004). That means I might be able to actually contribute to the knowledge base of postsecondary LD literature. Articles I have so far discovered that will add to my background knowledge of the subject follow, including articles used to create this discussion.
Bailey, T., & Sung-Woo, C. (2010). Developmental Education in Community Colleges. (Prepared for: The White House Summit on Community College). CCRC issue brief (p. 8). New York, NY: Teachers College, Columbia University. Retrieved from http://ccrc.tc.columbia.edu/ContentByType.asp?t=1
Geary, D. C. (2004). Mathematics and Learning Disabilities. Journal of Learning Disabilities, 37(1), 4-15. doi:10.1177/00222194040370010201
Gregg, N. (2007). Underserved and Unprepared: Postsecondary Learning Disabilities. Learning Disabilities Research & Practice, 22(4), 219-228. doi:10.1111/j.1540-5826.2007.00250.x
McGlaughlin, S. M., Knoop, A. J., & Holliday, G. A. (2005). Differentiating students with mathematics difficulty in college: mathematics disabilities vs. no diagnosis. Learning Disabilities Quarterly, 28(3), 223-232. Retrieved from http://www.cldinternational.org/Publications/LDQ.asp
Mull, C., Sitlington, P. L., & Alper, S. (2001). Postsecondary Education for Students With Learning Disabilities: A Synthesis of the Literature. Exceptional Children, 68(1), 97-118. Retrieved from http://www.cec.sped.org
National Center for Education Statistics. (2000). Postsecondary students with disabilities:
Enrollment, services, and persistence. (Brief) (pp. 1-4). Washington, D.C.: U. S. Department of Education. Retrieved from http://nces.ed.gov/pubs2000/2000092.pdf
Ofiesh, N. (2007). Math, Science, and Foreign Language: Evidence-Based Accommodation Decision Making at the Postsecondary Level. Learning Disabilities Research & Practice, 22(4), 237-245. doi:10.1111/j.1540-5826.2007.00252.x
Osmon, D., Smerz, J., Braun, M., & Plambeck, E. (2006). Processing Abilities Associated with Math Skills in Adult Learning Disability. Journal of Clinical and Experimental Neuropsychology, 28(1), 84-95. doi:10.1080/13803390490918129
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20(2), 110-122. doi:10.1016/j.lindif.2009.10.005
Sternberg, R. J. (1998). Abilities Are Forms of Developing Expertise. Educational Researcher, 27(3), 11-20. doi:10.3102/0013189X027003011
Tolar, T. D., Lederberg, A., & Fletcher, J. (2009). A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement. Educational Psychology, 29(2), 239-266. doi:10.1080/01443410802708903
Implications
If I were to find that professor initiated pedagogical methodologies could positively impact the retention rates of MD students, that would motivate research on college campuses around the world on specific teaching activities for each MD subtype. Countless persons’ lives could be spared the humiliation of repeated failures and the talents and intelligences of those individuals would benefit society, as would their collective ability to pay higher taxes because their incomes would increase.
Date Modified: 19 Dec 10 10:20 PM MST
The situation has spiraled out of control. The student, unbeknownst to any of us at my school, had already filed charges with the Office of Civil Rights against another department. She contacted them to add my charges to it. I am totally emotionally labile: sometimes I'm hopeful, sometimes I want to run, most of the time I despair. How could anyone charge me with discriminating against them?
If any good has come from this very negative situation, it is that I have become aware for the first time of how betrayed students with disabilities feel about our American educational system and those, like me, who work in it. For that reason, I would like to focus my Doctoral Study Project of the learning disabilities of developmental mathematics students in community colleges, i.e., my community college, and how changing teaching practices might increase LD student retention.
The Problem
College Algebra is the gatekeeper course to most Americans’ baccalaureate goals. According to Bailey (2010), 60% of community college entering freshmen must take at least one developmental (remedial) course and, often, that course is a remedial mathematics course. In may experience as a community college developmental mathematics instructor for the past 10 and a half years, perhaps one-quarter of my developmental mathematics students have diagnosed learning disabilities. Baily (2010) reports, only about 30% of all students referred to developmental mathematics courses ever graduate, and many times do not even enroll. Instead, their dreams of a better life are put on hold, perhaps permanently.
McLaughlin, Knoop and Holliday (2005) cited Fleischner and Manheimer (1997): 5% to 6% of college students have significant trouble with mathematics; teaching in community college developmental mathematics, I would say the percentage is closer to 50%. In the same article, they cited Woodrich (2000): 3% of children in the United States have learning disabilities (LD); my experience with adults ages 17 years and older is that it is not at all unusual for a quarter (25%) of my students in some developmental mathematics classes to be diagnosed with learning disabilities and therefore subject to accommodation under the Americans with Disabilities Act (ADA). These accommodations most often consist of longer testing times, low-distraction testing environments, note takers, signers for the hearing impaired, service dogs, special seating in class, and permission to use notes on tests, both nationally (Ofiesh, 2007) and at my community college. Nevertheless, at least half of my students covered by the ADA fail my classes, and some fail repeatedly; some, in frustration, file grievances with the Office of Civil Rights, thus causing colleges great expenditures of time and treasure to justify themselves.
Accommodations by themselves will not allow postsecondary students with LD, and mathematics learning disabilities (MD) in particular, to succeed academically. The reasons, according to Ofiesh (2007), are that most accommodation research has taken place in elementary and secondary schools; Ofiesh states that most secondary students with LD never progress to college, so that the postsecondary LD population is very different from their secondary counterparts. Also, says Ofiesh (2007), the depth and difficulty of material studied on the postsecondary level can be very different from that studied on the secondary level. Much more research remains to be performed on the effectiveness of postsecondary accommodation types.
Project Proposal
Perhaps the most effective interventions for students with MD and students experiencing difficulties learning mathematics are in the classroom (McGlaughlin et al., 2005). Finding appropriate pedagogical/andragogical activities for each subtype of MD might prove very beneficial to the retention of all students who find mathematics overwhelmingly difficult. I propose to perform a mixed method project in which teach two beginning algebra classes, both with MD students. In one class, I will use special teaching methods geared toward facilitating mathematics mastery for each of the MD subtypes: working memory deficits, non-verbal (mathematical) reasoning deficits, visuo-spatial deficits (inability to read or create graphs), and reading comprehension deficits (McGlaughlin et al., 2005). I will conduct the other class with the usual lecture method accompanied by handouts and some student board work. At the end of the semester, I will statistically compare the two classes’ pass rates and, if time allows, I will follow the students’ progress in the following class; retention at my school is calculated that way: pass rate in the present class and the performance of each student in the subsequent mathematics class. I will also perform indepth qualitative interviews with some of the students and survey research with all the students.
Literature Review
There is a paucity of research on retention and effective interventions with postsecondary students diagnosed with MD; that is the result of my own brief search into the literature, and of Ofiesh (2007), McLaughlin et al. (2005), and Geary (2004). That means I might be able to actually contribute to the knowledge base of postsecondary LD literature. Articles I have so far discovered that will add to my background knowledge of the subject follow, including articles used to create this discussion.
Bailey, T., & Sung-Woo, C. (2010). Developmental Education in Community Colleges. (Prepared for: The White House Summit on Community College). CCRC issue brief (p. 8). New York, NY: Teachers College, Columbia University. Retrieved from http://ccrc.tc.columbia.edu/ContentByType.asp?t=1
Geary, D. C. (2004). Mathematics and Learning Disabilities. Journal of Learning Disabilities, 37(1), 4-15. doi:10.1177/00222194040370010201
Gregg, N. (2007). Underserved and Unprepared: Postsecondary Learning Disabilities. Learning Disabilities Research & Practice, 22(4), 219-228. doi:10.1111/j.1540-5826.2007.00250.x
McGlaughlin, S. M., Knoop, A. J., & Holliday, G. A. (2005). Differentiating students with mathematics difficulty in college: mathematics disabilities vs. no diagnosis. Learning Disabilities Quarterly, 28(3), 223-232. Retrieved from http://www.cldinternational.org/Publications/LDQ.asp
Mull, C., Sitlington, P. L., & Alper, S. (2001). Postsecondary Education for Students With Learning Disabilities: A Synthesis of the Literature. Exceptional Children, 68(1), 97-118. Retrieved from http://www.cec.sped.org
National Center for Education Statistics. (2000). Postsecondary students with disabilities:
Enrollment, services, and persistence. (Brief) (pp. 1-4). Washington, D.C.: U. S. Department of Education. Retrieved from http://nces.ed.gov/pubs2000/2000092.pdf
Ofiesh, N. (2007). Math, Science, and Foreign Language: Evidence-Based Accommodation Decision Making at the Postsecondary Level. Learning Disabilities Research & Practice, 22(4), 237-245. doi:10.1111/j.1540-5826.2007.00252.x
Osmon, D., Smerz, J., Braun, M., & Plambeck, E. (2006). Processing Abilities Associated with Math Skills in Adult Learning Disability. Journal of Clinical and Experimental Neuropsychology, 28(1), 84-95. doi:10.1080/13803390490918129
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010). Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches. Learning and Individual Differences, 20(2), 110-122. doi:10.1016/j.lindif.2009.10.005
Sternberg, R. J. (1998). Abilities Are Forms of Developing Expertise. Educational Researcher, 27(3), 11-20. doi:10.3102/0013189X027003011
Tolar, T. D., Lederberg, A., & Fletcher, J. (2009). A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement. Educational Psychology, 29(2), 239-266. doi:10.1080/01443410802708903
Implications
If I were to find that professor initiated pedagogical methodologies could positively impact the retention rates of MD students, that would motivate research on college campuses around the world on specific teaching activities for each MD subtype. Countless persons’ lives could be spared the humiliation of repeated failures and the talents and intelligences of those individuals would benefit society, as would their collective ability to pay higher taxes because their incomes would increase.
Date Modified: 19 Dec 10 10:20 PM MST
UNESCO's Education for All (EFA) Website
http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/
On 31 October 2010, I completed Assignment 4 in which I evaluated the credibility of UNESCO’s Education for All Global Monitoring Report (EFA GMR) website (Report Team, 2010). At that time, I said I believed the website met the credibility criteria set by the UC Berkeley Library web document, Evaluating web pages: Techniques to apply and questions to ask (University of California Berkley Library, 2010). I noted that the domain was UNESCO.org, one of the most influential education organizations in the world. The website’s many links were mostly unbroken, EFA’s mission and goals were clearly displayed, and contact information was available. All things considered, I was satisfied in October that the EFA GMR website was credible.
Today, 21 November 2010, I can still say that I believe the EFA GMR website is as credible as can be expected of a worldwide, multinational organization. It is not possible for me to double check the countless national education statistics (“Statistics,” 2010), background reports (“Background papers,” 2010), or regional resources (“Regional resources,” 2010) found on the website. Nevertheless, the EFA GMR website splendidly fulfills all the requirements set forth by the Berkeley Library (2010), and I have attached the worksheet that accompanies Evaluating web pages: Techniques to apply and questions to ask (2010).
I still defend the credibility of the EFA GMR website based upon my updated analysis. UNESCO states that its reason for publishing the EFA GMR is to be “an authoritative reference that aims to inform, influence and sustain genuine commitment towards Education for All.” (“The Report and EFA,” 2010) While the report is assembled by a large group of people whose biographies and email addresses are readily available (“Report team,” 2010), the editor is Andrew Johnston, a New Zealand poet, critic and former newspaper editor; before editing the EFA GMR, he ran his own consulting firm, LanguageAid.org, that helped workers with international agencies write more literate reports (Johnston, 2010), and Johnston and his consultancy are mentioned in 12 links on Google. The EFA GMR is mentioned on 807 mostly education, news and governmental blogs, while UNESCO’s Education for All program is mentioned on over 108,000 blogs (“Google Blog Search,” 2009); I was repeatedly unsuccessful in using the Link utility to find blogs that link to EFA GMR, but I did use Google to find that 12,395 websites link to EFA GMR which is down by almost 3,000 from October. I found only old links to EFA on www.lii.org (now called ipl.org), infomine.ucr.edu, and about.com. I also found that the UNESCO, EFA, and EFA GMR websites are very open about their bias: they promote worldwide educational equality, gender equality, and similar goals.
References
Background papers. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved November 22, 2010, from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/background-papers/
EFA GMR report team. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/report-team/
Google Blog Search. (2009). Retrieved from http://blogsearch.google.com/blogsearch?hl=en
Johnston, A. (2010). Johnston biography page. United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/report-team/johnston/
Regional resources. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/regional-resources/
Report and EFA. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/the-report-and-efa/
Report Team. (2010). EFA Global Monitoring Report. United Nations Educational, Scientific and Cultural Organization. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/
Statistics. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/statistics/
University of California Berkley Library. (2010, April 23). Evaluating web pages: Techniques to apply and questions to ask. University of California Berkeley Library. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
On 31 October 2010, I completed Assignment 4 in which I evaluated the credibility of UNESCO’s Education for All Global Monitoring Report (EFA GMR) website (Report Team, 2010). At that time, I said I believed the website met the credibility criteria set by the UC Berkeley Library web document, Evaluating web pages: Techniques to apply and questions to ask (University of California Berkley Library, 2010). I noted that the domain was UNESCO.org, one of the most influential education organizations in the world. The website’s many links were mostly unbroken, EFA’s mission and goals were clearly displayed, and contact information was available. All things considered, I was satisfied in October that the EFA GMR website was credible.
Today, 21 November 2010, I can still say that I believe the EFA GMR website is as credible as can be expected of a worldwide, multinational organization. It is not possible for me to double check the countless national education statistics (“Statistics,” 2010), background reports (“Background papers,” 2010), or regional resources (“Regional resources,” 2010) found on the website. Nevertheless, the EFA GMR website splendidly fulfills all the requirements set forth by the Berkeley Library (2010), and I have attached the worksheet that accompanies Evaluating web pages: Techniques to apply and questions to ask (2010).
I still defend the credibility of the EFA GMR website based upon my updated analysis. UNESCO states that its reason for publishing the EFA GMR is to be “an authoritative reference that aims to inform, influence and sustain genuine commitment towards Education for All.” (“The Report and EFA,” 2010) While the report is assembled by a large group of people whose biographies and email addresses are readily available (“Report team,” 2010), the editor is Andrew Johnston, a New Zealand poet, critic and former newspaper editor; before editing the EFA GMR, he ran his own consulting firm, LanguageAid.org, that helped workers with international agencies write more literate reports (Johnston, 2010), and Johnston and his consultancy are mentioned in 12 links on Google. The EFA GMR is mentioned on 807 mostly education, news and governmental blogs, while UNESCO’s Education for All program is mentioned on over 108,000 blogs (“Google Blog Search,” 2009); I was repeatedly unsuccessful in using the Link utility to find blogs that link to EFA GMR, but I did use Google to find that 12,395 websites link to EFA GMR which is down by almost 3,000 from October. I found only old links to EFA on www.lii.org (now called ipl.org), infomine.ucr.edu, and about.com. I also found that the UNESCO, EFA, and EFA GMR websites are very open about their bias: they promote worldwide educational equality, gender equality, and similar goals.
References
Background papers. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved November 22, 2010, from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/background-papers/
EFA GMR report team. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/report-team/
Google Blog Search. (2009). Retrieved from http://blogsearch.google.com/blogsearch?hl=en
Johnston, A. (2010). Johnston biography page. United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/report-team/johnston/
Regional resources. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/regional-resources/
Report and EFA. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/the-report-and-efa/
Report Team. (2010). EFA Global Monitoring Report. United Nations Educational, Scientific and Cultural Organization. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/
Statistics. (2010). United Nations Educational, Scientific and Cultural Organization, EFA Global Monitoring Report. Retrieved from http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/statistics/
University of California Berkley Library. (2010, April 23). Evaluating web pages: Techniques to apply and questions to ask. University of California Berkeley Library. Retrieved from http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
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